Showing posts with label role model. Show all posts
Showing posts with label role model. Show all posts

Wednesday, March 11, 2015

Like this warm weather? Spring is the perfect time to get started mentoring!




Like fishing, swimming, and spending time outdoors?  Like you, many kids can't wait to get outside!  Be a friend to a child age 5-16 and include them as you do your hobbies and sports.  

Below is one child out of the 61 who are currently waiting for mentors with Kids 'n Kinship.

First name:  Jack

Age:  9

Interests:  Jack enjoys going to parks, swimming, fishing, legos, puzzles, and playing with dogs. He also likes building things, floor hockey, basketball, and football and is a Packers fan. He would also like to go to Grandslam or to volunteer at an animal shelter with a mentor.

Personality/Characteristics:  He is smart, fun to be around, and likes to make jokes. Jack lives with his mom, younger brother, & step-dad.  His biological dad is not in his life.  He is looking for an individual mentor preferably with a dog to spend time with him.


Goals/Dreams:  Jack would like to become a police officer.

For more information on Kids 'n Kinship, go to www.kidsnkinship.org.  We have volunteer applications, child profiles, success stories, as well as date of upcoming information sessions to learn more.  The next information session will be March 23, 6-6:45 pm at the Wescott Library in Eagan.  RSVP to Rita rykinship@aol.com

Friday, February 27, 2015

Like hockey, skiing, snowboarding, & other winter sports? So does Rachel!



Consider stepping forward to be a friend to a youth today!  Below is just one youth waiting for an individual, couple or family to meet with her once a week for fun and engaging activities:

First Name: Rachel

Age:  11

Interests:  Rachel loves hockey, animals, and reading.  She also enjoys ice skating, soccer, football, playing board games or card games, coloring, and movies. She likes going to the mall, the zoo, the library, to a movie, or to a Wild hockey game.

Personality/Characteristics:  She is friendly, active, sweet, and sensitive. She lives with her mom and 4 other siblings. 


Goals/Dreams:   Rachel wants to learn how to ski and snowboard. She thinks her mentor could help her learn how to get along with her siblings better. 

For more information about mentoring through Kids 'n Kinship in Dakota County, go to www.kidsnkinship.org


Thursday, February 12, 2015

Mentor's Field Guide - Expectations

Question 19: What should my expectations be for my relationship with a mentee?
guy and boy
Like most mentors, you probably went into this out of a desire to make a difference in a young person’s life. Your desire to help is truly a gift to your mentee, but chances are that you were not exactly sure what “making a difference” looks like. You may have had very modest expectations, such as exposing your mentee to new experiences, or you may have had visions of your mentee achieving high levels of success as an adult. You also may be in a mentoring program that has explicit goals of which you are expected to focus, such as improving school performance or supporting the transition from foster care to independent living. There are many areas in which you can support your mentee.
No matter how long you have been in a mentoring relationship, it helps to step back now and then to examine your expectations: What do you want from the relationship, and what do you think your mentee wants? What exactly are you hoping to achieve? How do you or your mentee want your mentee’s life or behaviors to change because of you? How do you or your mentee define success? How does your role as a friend or “coach” call for a different approach to “helping” than that by a parent, teacher, or professional youth worker?
The more specific you can be in answering these questions, the better you can assess whether your expectations are realistic. In “It’s Not What I Expected” (2007), Boston College’s Renee Spencer demonstrates how counterproductive it can be when mentors fail to establish reasonable expectations for themselves, for their mentee, and for their relationship. But always remember, it is your mentee’s expectations that should drive the relationship, not yours.
Depending on the age of your mentee, you can also mutually set expectations for the relationship. You can ask questions such as, “What would you like to get out of our relationship?” “What kinds of things would you like to do with me?” “Is there anything in your life right now that I can help you with?” “What are your dreams?” “What are your biggest frustrations?” These discussions can set the stage for helping you focus your expectations and helping your mentee think about how to benefit from the relationship with you. These questions can be explored even if the mentoring program already has specific goals like the ones mentioned earlier.
It is particularly important to focus your expectations on developing feelings of trust and closeness in the early stages of your relationship. Building the relationship is the most important work you will do as a mentor and the most successful relationships are those in which mentors take their lead from their mentees.
While it is natural to have goals for the child you want to help, trying to push your mentee to achieve your goals will not only make you seem more like a teacher or parent than a friend, it may also impede the development of the very type of relationship that can be most helpful. There is a further risk, too. Mentors who go into mentoring with an agenda to “change” the mentee run the risk of feeling frustrated, disappointed, and rejected if the hoped-for changes do not materialize. These feelings, in turn, can lead the mentor to conclude that she is being ineffective or that the relationship is not working. Such feelings may be unintentionally conveyed to the mentee, or worse, may lead the mentor to give up on the relationship, thus inadvertently hurting rather than helping the mentee.
One mentor referred to expectations as the Achilles’ heel of mentoring. What he meant was that your expectations and the reality of mentoring may not be in sync after you are in an actual relationship. This discrepancy can lead to feelings of inadequacy on your part and to feelings of frustration or defensiveness in your mentee. And it makes it easy to forget that it is the relationship that is the trans-formative element in your mentee’s life, not actions you take to improve your mentee’s life. Further, it is possible you will never know about the real changes that have taken place unless you happen to see your mentee many years later, and he or she thanks you.
You will be most successful when you keep your goals “on the back burner” so that you can focus on helping your mentee establish his own goals and then provide support and guidance needed to achieve them. This is a fine balancing act, since you may see possibilities for your mentee that he would not see. If you do want to help your mentee raise his aspirations, you can do this most effectively if you “guide” rather that push. It is also very important to remember that mentoring cannot take the place of professional treatment that a troubled person may need.
Reprinted with permission from The Mentor’s Field guide: Answers You Need to Help Kids Succeed by Gail Manza and Susan K. Patrick; Questions about the Mentoring Relationship, Question 19. Reprinted with permission from Search Institute®, Copyright © 2012 Search Institute, Minneapolis , MN ; 877-240-7251, ext. 1;http://www.search-institute.org. All rights reserved.
For more information on getting started mentoring in Dakota County, go to www.kidsnkinship.org or attend an information session Thursday February 19th, 6:00-6:45 pm at Wescott Library in Eagan (1340 Wescott Rd).  Please RSVP to Ingrid Henry 952-891-3885 or ihkinship@aol.com 

Thursday, January 15, 2015

How to Motivate Your Mentee with their Schoolwork

 Mentors to young people often play a role in motivating students to do their best in school. Mentoring can improve mentees' attitudes toward school achievement and bolster their belief in their academic ability, according to youth development experts Gail Manza and Susan K. Patrick.
Manza and Patrick, authors of The Mentor's Field Guide: Answers You Need to Help Kids Succeed, write, "Your belief in your mentees and your encouragement can help them to be more willing to make the effort to do well." Mentoring can also increase mentees' aspiration for their future, and when they have goals they would like to achieve, they are more likely to appreciate the role education plays in attaining them.
The following tips, offered by Manza and Patrick, can help mentees see that working hard in school has many benefits:
  • Be specific when talking about school success: turn in assignments on time, actively participate in class, ask for help when needed.
  • Ask what books your mentee is reading; you may have read some of the same books when you were young.
  • Help your mentee engage in problem solving about issues that arise at school.
  • Provide specific help with schoolwork, making sure that you stay in the role as "guide," not "doer."
  • If your mentee claims to not care about school, find out why. Does she believe she isn't smart enough to do well? Does he think he can't afford college?
Keep in mind that academic-related encouragement should not come at the expense of the relationship you are striving to develop with a mentee. Deciding how to help your mentee academically and how involved to get will depend on the wishes of parents, suggestions from teachers, and direction from your mentoring program.

Taken with permission from: The Mentor's Field Guide: Answers You Need to Help Kids Succeed, by Gail Manza and Susan K. Patrick

For more information on Kids 'n Kinship, check out our website: www.kidsnkinship.org

Thursday, December 11, 2014

In Memory of Carol Frick



Carol & Dick Frick with Jan Belmore in 2002
It is with great sadness that we announce that Carol Frick, Kids ‘n Kinship founder, passed away on December 8th, 2014. Carol and her husband Dick started the program in 1972 and because of them thousands of children and youth have benefited from a caring adult mentor. Carol was a truly giving person, who, although she retired from Kids ‘n Kinship 22 years ago, still volunteered helping the program up to the week she died.  Since her retirement from the program, Carol made sure youth received a birthday card and assisted the program with paperwork and newsletter mailings. Carol was a beloved friend and supporter of Kids ‘n Kinship. She will be deeply missed and we are all very grateful that she had the foresight and determination to begin the program.
Carol was honored at the program’s 40th anniversary in 2012 with a piece of artwork
made from fingerprints of the children in the program.

Carol Frick (on the right) with Jan Belmore, Kids 'n Kinship board members

Friday, November 7, 2014

Kids 'n Kinship Participants Had a Blast at the Pool Party!

49 Kids 'n Kinship youth, mentors, and their families attended the Pool Party at the MN Valley YMCA last Sunday, Nov. 2nd.  They enjoyed swimming in the pool, doing a craft, and some scrapbooking.  Youth also were able to pick out several books from a generous donation by Barnes & Noble!  Thanks to our sponsor Thrivent Financial for Lutherans for providing such a fun event!




For more information on Kids 'n Kinship and youth mentoring in Dakota County, go to www.kidsnkinship.org.  Our calendar lists dates for upcoming information sessions - the next one is Thurs. Nov. 20th, 6-6:45 pm at the Wescott Library in Eagan.  

Friday, October 24, 2014

Was it your dream to be in the NFL? Be a friend to Chance!

This could be you at a Vikings (or Packers) game with your new friend!
We currently have 56 kids waiting for a mentor!  Please consider coming forward as an individual, a couple, or a family to befriend a child age 5-16 for weekly fun and enriching everyday activities.

Here is just one youth currently waiting...

First name:  Chance

Age:  8

Interests:  Chance enjoys all sports, especially football (he plays flag football), baseball, volleyball, & tennis.  He also loves swimming, Frisbee, ice skating, ice fishing, sledding, &snowboarding.

Personality/Characteristics:  He lives with his mom, & younger sister.  Chance is friendly and social.  He’s in 2nd grade.


Goals/Dreams: Chance’s dream is to be in the NFL.   He’s looking for an active male role model (individual or couple or family) who loves sports. 

For more information, check out Kids 'n Kinship's website www.kidsnkinship.org or call 952-892-6368.  Our next information session is Thursday Nov. 20th, 6-6:45 pm at the Wescott Library in Eagan.  


Friday, October 17, 2014

Mentor's Field Guide: Are My Mentee's Parents Comfortable with My Role in their Child's Life?

You may or may not have direct contact with your mentee’s family, depending on the type of program in which you are mentoring. All programs should make every effort to assure the parent’s or guardians’ comfort by involving them during and after the match process. However, even though the family may have requested a mentor for their child and signed a permission form for participation, they may still have ambivalent feelings, wanting to help their child but also feeling uneasy about this “stranger” entering the child’s life.
If you put yourself in the parents’ shoes, it is easy to imagine that the fact that your child has a mentor might make you feel inadequate in some way. Or, you might feel jealous of the mentor’s relationship with your child, especially if your own relationship has been characterized by conflict or lack of time to spend together. Parents also can be nervous if you, as a mentor, come from a different cultural, racial, religious, or socio-economic background, wondering if you are going to turn their child away from her family heritage. To avoid these concerns, it can help to engage parents as “partners” from the beginning. If your program allows, you can talk to them or drop them a note telling them what a wonderful child they have and thanking them for trusting you, reiterating how you can never take their place in your mentee’s life.
When talking with your mentee, it is very important that you avoid any criticism of her family (even though your mentee might be critical) and that you show respect for the family’s culture, values, and beliefs. If your mentee needs to talk to you about family conflicts or frustrations, avoid taking sides; put yourself in “sounding board” mode. Help your mentee figure out why she is upset, and guide her in problem-solving discussions. In general, avoid speaking to your mentee’s parents on her behalf, but rather help your mentee develop a plan for such a talk. If she is willing, role playing can be a fun activity with your mentee being the parent and you being the child. This can help you both see things from a different perspective. If these issues come up frequently or persist over time, talk to your program coordinator and together develop a plan to increase the family’s comfort level with the mentoring relationship.
Father comforts a sad child
Reprinted with permission from The Mentor’s Field guide: Answers You Need to Help Kids Succeed by Gail Manza and Susan K. Patrick; Questions about the Mentoring Relationship, Question 32. Reprinted with permission from Search Institute®, Copyright © 2012 Search Institute, Minneapolis , MN ; 877-240-7251, ext. 1;http://www.search-institute.org. All rights reserved.

Wednesday, September 3, 2014

Modeling Positive Behavior

Many would contend that, whether or not you are officially a “mentor,” you are a role model in the lives of young people whom you encounter, just by the way you acknowledge them (or don’t), show support and caring for others (or don’t), and prioritize what really matters in your life. The question then really is, what kind of role model are you going to be? Since you have chosen to be a mentor, we can assume the answer to that question is that you want to be the best role model you can be.
Modeling admirable behavior does not mean you have to be a perfect human being who never makes mistakes and is a superhero in the eyes of your mentee. Instead, it means being intentional about letting your mentee see your positive behaviors toward others and the values you hold that drive you to behave the way you do. How do you treat the person taking your order at a fast-food restaurant? Why do you treat the person the way you do? How do you react when you have made a mistake that may have a negative effect on others (and may affect the way others perceive you as well)? As you already know, a lecture on how to be a good person probably isn’t an effective strategy for teaching positive behavior. Little and big encounters during your time together will all be teachable moments where your mentee has the opportunity to see proper behavior in action.
family
Modeling Support
• Take turns telling each other about a family member who made a difference in your life and why. Make thank-you card together so you can each that that person for making a difference.
• If your program staff thinks it is appropriate, invite your mentee to visit your neighborhood. Introduce your mentee to the caring people who live there, or discuss ways you’d like to make your neighborhood a more positive environment.
• If your mentee is allowed to spend time around your family, engage in a healthy, supportive conversation with a family member in the presence of your mentee.
Modeling Empowerment
• Take your mentee to a location where youth are given useful roles. For example, visit a park where teens are coaching younger children in sports.
• Invite your mentee to join you as you do volunteer work for a community organization.
• Ask your mentee to help you type up a list of emergency contact numbers. Talk about how the fire department or a poison control center can help people feel safe.
Modeling Boundaries and Expectations
• Talk about rules you had in your family growing up and what may have been good and bad about them. If you have children, talk about boundaries and expectations you have for them and why.
• Ask your mentee for advice on how you can support a friend or family member who is going through a rough time.
• Always refer to your mentee’s future in terms of the possibilities and goals she can achieve, not in terms of limits or obstacles she needs to overcome.
Modeling Constructive Use of Time
• Invite your mentee to join you in a variety of activities, like creating artwork, listening to different types of music, or running in a race for charity.
• Challenge each other to spend less time in front of “screens” (TV, video games, and computers) during your free time. Make it a friendly competition.
• Schedule your time together to include a balance of learning, working, talking, and fun activities.
Modeling Positive Values
• Demonstrate the “Golden Rule” in action – whether ordering from a server at a restaurant or saying hello to young people in the mall, treat others the way you want to be treated.
• Admit when you are wrong. Apologize sincerely and talk about what you learned from the experience.
• Invite your mentee to get involved with you in causes that matter to both of you.
Modeling Social Competencies
• Invite your mentee to attend events in places where people of different cultural/racial/ethnic background are a majority.
• When one of you loses your temper, step back and talk about other ways that your frustration could have been communicated.
Modeling Positive Identity
• When talking about someone, emphasize the strengths that person has.
• Help your mentee learn about college options. Work on applications together or visit campuses if possible.
• Does your mentee have career ideas? Jointly look into them. Find people already engaged in those careers to learn what it takes to be successful.
Reprinted with permission from Search Institute®. From Mentoring for Meaningful Results: Asset-Building Tips, Tools, and Activities for Youth and Adults. Copyright © 2008 Search Institute, Minneapolis, MN; 800-888-7828; http://www.search-institute.org. All rights reserved

Wednesday, May 15, 2013

Where are the MEN in Mentoring?


Recently, the Mentoring Partnership of Minnesota conducted a study surveying 74 mentoring programs in MN.  They found that despite the nearly 200,000 youth being mentored in the state, there are 250,000 more who are in need an adult mentor. According to the study*, the most common reason for youth to be on a mentoring program waiting list is due to the lack of mentors available. Additionally, twice as many women step forward to mentor as men. Therefore 29% of male youth wait a year or more before being matched with a mentor, compared to only 5 percent of female youth. 

Kids 'n Kinship's own numbers also reflect this need for more men in mentoring. Currently approximately 60% of our 76 matches have female mentees and 65% of our 43 children on the waiting list are male. There could be a variety of factors in these statistics, including perhaps a higher rate of boys being referred to mentoring programs due to more mothers getting custody and a lack of male role models.  It could also be that mentoring programs appeal more to women than men, despite attempts to engage men in the process of helping to support the next generation.


Consider becoming a friend to a youth in need.  All it takes is a willingness to step up and try.  Just be present with a child.  You don't have to be a perfect man or woman to be a role model and friend to a kid.  More than anything these children just want to have fun and our mentors say they enjoy doing kid-focused activities too.  You can even mentor with your spouse, partner, or family.  Attend our information session TONIGHT Wednesday May 15, 6-6:45 pm at the Conference Room at Burnhaven Library in Burnsville or Tuesday June 4, 6-6:45 pm at the Wescott Library in EaganFor more information on Kids 'n Kinship, go to www.kidsnkinship.org.

*http://www.mpmn.org/Files/State%20of%20Mentoring%20Survey%20News%20Release%20-FINAL.pdf

Thursday, May 31, 2012

Enjoy sports and being outdoors? Share them with a boy in your community!

Below is a profile for one of the almost 50 children waiting for a friend right here in Dakota County.  Chips is typical of the boys in our program in that he lives with his mom, has little if any contact with his dad, and is desperate for a chance to get outside and do guy stuff with someone.  Could that someone be you?  Please consider befriending a boy through Kids 'n Kinship!  We provide orientation, training, and on-going support and all it takes is an hour or two a week of doing what you already do (i.e. going to parks, sports, grilling, working on the car, landscaping, etc.) with a boy this summer.

First name:  Chips
Age:  9
Interests:
  Chips likes playing basketball, football, and baseball as well as skateboarding, swimming, & bowling.
Personality/Characteristics:
  He is active and eager to go places and spend time outside this summer.  He lives with his single parent mom and his younger brother. Chips is in 3rd grade and likes math in school.  
Goals/Dreams:
  His wish is for a mentor who can take him places and have fun with him
Looking For:
  He and his mom would like a male mentor or couple who can meet with him, getting together for outdoor activities, sports, and games.
For More Information:
Chips is one of almost 50 children waiting for a mentor through Kids ‘n Kinship, a private nonprofit serving Apple Valley, Burnsville, Eagan, Farmington, Lakeville and Rosemount in Dakota County for 40 years. If you're interested in becoming a mentor, you're invited to attend an information session from 6:00 to 6:45 p.m. Tuesday June 12th at the Wescott Library in Eagan. Mentors can volunteer as individuals, couples, or families for weekly fun and enriching activities at home or in the community on their own schedules. Contact us at 952-892-6368 or go to our website www.kidsnkinship.org.

Friday, September 9, 2011

Where are the "men" in mentoring?

Last night we had a group of mentors meet to discuss how to find mentors for the 57 children on Kids 'n Kinship's waiting list.  As I looked around the room, I was struck by the fact that only 1 of the 7 mentors there was male.  In fact, approximately 60% of our matched children are girls matched with women, couples, or families.  In children waiting for a mentor less than a third are girls; the other 70% are boys.  For years mentoring programs around the country have asked why there is this trend.

I believe it is due to multiple factors.
1) The prevalence of boys on the waiting list for mentors. Most single parent families are headed by the children's mother, perhaps in part because custody is often awarded to moms, thus most children already have a female role model and the boys may need a male role model in their lives.  Granted, all children can benefit from additional positive role models in their lives of either gender, but especially as a child approaches adolescence, it can be helpful to have a mentor of their own gender to learn from and hang out with.

2) The absence of men who volunteer to mentor. The reasons for this are more obscure.  I've heard it suggested that one of the problems is that most staff of mentoring programs are female and thus are better able to recruit women than men as mentors.  Certainly I can understand that recruiters would be most likely to use language and techniques that would work to attract themselves (or people like them) to a certain volunteer role.  However, there has been a lot of research out there about how to appeal to men when trying to recruit them for mentoring (see this great resource: Men in Mentoring Toolkit from Mentor Michigan).  I would think that staff could learn how and where to recruit men, so this answer alone isn't enough for me.

I've also read that women tend to respond more than men to traditional advertising for volunteer positions.  What I've seen is that women often hear about an organization to volunteer with and if the mission is something they believe in and the time commitment do-able, then they go for it.  They contact the organization and proceed to the next step.  Men, of course, may respond the same way to an announcement about the need for mentors.  But many of them don't.  Resources on recruiting men (including the link above)  say that men respond better to a more personal approach: someone asking them personally & directly to be a mentor to a child.  This makes sense to me. I mean, who wouldn't be more likely to actually volunteer for a certain cause if they were directly asked to do so, especially by someone they know?  But why would men be more likely to need this direct approach than women?

I believe it has to do with societal influence and assumptions about mentoring.  I have read that anyone talking about mentoring and trying to recruit men should be careful about what language they use.  Men are more likely to be intimidated about the idea of being a "mentor" or "role model" for a child.  I believe that men are often more likely to doubt how suited they are for that role.  Thus, when someone (especially someone who knows them well) tells them they would make a great mentor for a child, they are encouraged are more likely to follow-through. 

Research has shown that the mentors who are more successful take a more developmental rather than a prescriptive approach (see Handbook of Youth Mentoring, page 244). Basically a prescriptive approach is focused on the mentor's goals for the youth's improvement and often involves unrealistic expectations.  However, a developmental approach is focused on the building of a relationship, more realistic expectations, and the youth's own intentions for the relationship.  Many mentors say they wish to mentor to "make a difference in the life of a child."  While this is a worthy goal, those who focus on youth academic performance or other measurable benchmarks MORE than the relationship will actually hinder their goals and their match is more likely to end prematurely.  However, mentors who focus on the youth first and building trust and having fun together are able to sustain longer-term, healthier relationships and might actually in the long run see better outcomes for the youth.  So really, a good mentor is more like a friend to a child first and a role model second.

Thus, it is my belief that as a general rule men may actually be BETTER SUITED to mentor than women.  In our culture, men are more often in touch with their own inner child and like to have fun.  Women are often the family organizers and planners and sometimes are adult to a fault!  It would be all too easy for a woman like this to be a somewhat parental or pushy, a prescriptive type mentor, even with the best of intentions.  Granted, this is a gender stereotype and some women would not have this challenge and some men would.  Anyone able to have fun with a child is much more likely to have a developmental approach and focus on the friendship rather than outcomes.

So the bottom line is this.  If you're a mentor to a youth (whether through an organization or informally), be their friend and focus on the relationship first.  By all means, be a good role model too, but don't pressure the youth too much.  As in all things, balance is the key.  You get to have fun like a child again and once you meet the youth there where they are at, then, and only then, you can help bring them gradually into adulthood responsibilities as they grow up through your example and your support.  And for all the men out there who think you don't have what it takes, I'm telling you that you do!  Please look into your local mentoring program and sign up to be a friend to a child!